The publication in 1890 of William James's acknowledged masterpiece marked a turning point in the development of psychology as a science in America. The Principles of Psychology also became a source of inspiration in philosophy, literature, and the arts. When John Dewey reviewed it, he predicted that it would rank "as a permanent classic, like Locke's Essayand Hume's Treatise."

Its stature undiminished after ninety-one years, The Principles of Psychology appears now in a new, handsome edition with an authoritative text that corrects the hundreds of errors, some very serious, that have been perpetuated over the years. Prepared according to the modern standards of textual scholarship, this edition incorporates all of the changes James made in the eight printings he supervised, as well as the revisions and new material he added to his own annotated copy. In addition, all footnotes, references, quotations, and translations have been thoroughly checked.

The complete text of the Principles, with footnotes, drawings, and James's own index, appears in Volumes I and II. Volume III includes extensive notes, appendixes, textual apparatus, and a general index.

This introductory guide to ABA demystifies the often complex terminology, the underlying principles, and commonly-used procedures of ABA using accessible, everyday language.

This revised and updated edition reflects recent developments and introduces new key terms. Albert J. Kearney explains the kinds of learning and reinforcement processes that form the basis of ABA programs. Having covered these essential principles, he describes how the science of behavior analysis can be effectively applied to real life behavior problems. He looks at how behavior is assessed and various intervention techniques that are often employed with children who have autism and other special needs. Having laid these essential foundations, Kearney touches on more advanced topics: the applications of ABA in behavioral education, such as precision teaching and programmed instruction.

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The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled—from one of the most influential behaviorists of the twentieth century and the author of Walden Two.

“This is an important book, exceptionally well written, and logically consistent with the basic premise of the unitary nature of science. Many students of society and culture would take violent issue with most of the things that Skinner has to say, but even those who disagree most will find this a stimulating book.” —Samuel M. Strong, The American Journal of Sociology“This is a remarkable book—remarkable in that it presents a strong, consistent, and all but exhaustive case for a natural science of human behavior…It ought to be…valuable for those whose preferences lie with, as well as those whose preferences stand against, a behavioristic approach to human activity.” —Harry Prosch, Ethics

In this profound and profoundly controversial work, a landmark of 20th-century thought originally published in 1971, B. F. Skinner makes his definitive statement about humankind and society. Insisting that the problems of the world today can be solved only by dealing much more effectively with human behavior, Skinner argues that our traditional concepts of freedom and dignity must be sharply revised. They have played an important historical role in our struggle against many kinds of tyranny, he acknowledges, but they are now responsible for the futile defense of a presumed free and autonomous individual; they are perpetuating our use of punishment and blocking the development of more effective cultural practices. Basing his arguments on the massive results of the experimental analysis of behavior he pioneered, Skinner rejects traditional explanations of behavior in terms of states of mind, feelings, and other mental attributes in favor of explanations to be sought in the interaction between genetic endowment and personal history. He argues that instead of promoting freedom and dignity as personal attributes, we should direct our attention to the physical and social environments in which people live. It is the environment rather than humankind itself that must be changed if the traditional goals of the struggle for freedom and dignity are to be reached. Beyond Freedom and Dignity urges us to reexamine the ideals we have taken for granted and to consider the possibility of a radically behaviorist approach to human problems--one that has appeared to some incompatible with those ideals, but which envisions the building of a world in which humankind can attain its greatest possible achievements.

With the ongoing pressures for psychologists to practice evidence-based care, and the requirement insurance carriers have both for treatment goals, measurement of outcomes, and a focus on brief therapy, functional analysis provides a framework for achieving all of the above. Having proven itself in treating behavioral problems in education, functional analysis is now being applied more broadly to behavioral and psychologial disorders.

In his 1996 book (Functional Analysis in Clinical Psychology, Wiley UK), Sturmey applied the functional behavioral approach to case formulation across a wide range of psychological disorders and behaviors. Since the publication of his book, no other volume has taken an explicit behavioral approach to case formulation. The changes that have occurred over the last 10 years in behavioral case formulation have been significant and substantial. They include (a) a large expansion of the range of problems addressed, such as ADHD, (b) a range of new verbal behavior therapies such as Acceptance and Commitment Therapies, (c) increased area of activity in the area of autism spectrum disorders; (d) many publications in how to train professionals, staff and parents in behavioral technology, and (e) new assessment instruments and procedures.

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Why do many good children treat one another so badly?
This is a question parents eventually face and most start thinking about as their children prepare for high school. But the hard truth is, high school is too late. The pre-teen years are actually when it begins, when the cruelty is even worse, causing more anxiety and stress for children already facing an enormous amount of change in their lives. Early adolescence is a phase of anxiety, of uncertainty, of insecurity. To make matters worse, although all kids are going through the same transformation, none of them share what it is like, each feeling alone, isolated, and unique. The result is that even fantastic kids will do and say harmful things. Why Good Kids Act Cruel is the first book to give you an understanding of why cruelty happens during these years and how to help your child through these difficult times.

She didn't make it; she was born with it: her nose. And in elementary school that was okay. But now in seventh grade, sometimes other girls would tease, "What's the matter Blaise, you having a bad nose day?" Looking in the mirror before school, she could see what they were making fun of. One day, a girl she had beaten out for a starting spot on the basketball team threw a nickname at her: "Snout." Some of the girl's friends picked it up, and it stuck. Blaise acted like she didn't care. But as she started to hate her nose, she started to hate herself.